Browsing by Subject "oppiminen"

The aim of this study is to find out how high school -aged adolescents are involved in home cleaning, what kind of cleaning tasks the parents require them to do, and how they are motivated to do home cleaning. Additionally, this study aims to find out what kind of cleaning practices exist in the families of adolescents and how the cleaning practices in a childhood home affect parents’ cleaning habits. This is related to how and where cleaning skills are learned. This study is qualitative by its nature, and the data were collected by interviewing six mothers of high school adolescents in the metropolitan area. The interviews were conducted in late autumn 2019, and the interviews followed the theme interview pattern where the interview proceeded according to predefined themes and related refinement questions. The interviews were transcribed and the data was analysed using a method of qualitative content analysis. The importance of home economics education at schools in learning cleaning skills was nearly insignificant. Cleaning skills were taught to children alongside their everyday household activities, without realizing it as a teaching or educational task. It seems that the primary responsibility for teaching cleaning skills to adolescents lies with the parents. The adolescents took part in the cleaning of the home by performing daily cleaning and organizing work, and they also kept their own room clean. Organising the cleaning work was the responsibility of the parents. A clear and balanced division of labor helped to involve the children in the cleaning and housework. In addition, the clear division of domestic tasks between parents affected couples' satisfaction with the division of homework.

The aim of this study is to analyze how much students can learn physics in collaborative maker project at school. There are very few studies that have studied physics about learning in maker projects. Previous studies have shown that students learn different skills related to thinking, problem solving, and collaborative working. This study produced knowledge about learning physics in open ended maker project. It also aimed to show how learning is related to student’s maker artefact. The physics learning test was also at the center of this study because it was needed to know how much it actually measured student’s knowledge about practices in physics. This study was done as a part of Co4-Lab -project and students from one school in the capital region of Finland took part of lifehacks project. Students were in sixth grade (N=49) at the time of the project and it took almost one year. At the Lifehack project the students made a prototype of an innovation that would help them in their day-to-day life. Before and after the innovation project the students took part in a test where their knowledge in practices of physic were meas-ured. Pre-test and post-test result were analyzed quantitatively. Qualitative analysis was done to categorize prototypes according to scientific elements seen in prototypes. This study shows that students do learn physics in an open ended maker project. Students’s physics learning depends on what kind of innovation the student has done. If a student does a scientific innovation, the student will more likely have good outcomes in post-test. There is also evidence that achievement in pre-test will predict how scientific the student’s prototype will be. Based on the results of this study, recommendations can be given to teachers who are going to implement the maker project at school.

Objectives. This thesis aims to explore temporal changes in task-related physiological arousal and their connection to performance in repeated trials of a steering task. Moderate physiological arousal is believed to direct attention towards task-relevant stimuli, leading to performance improvements, while too high or low arousal is detrimental (the Yerkes-Dodson law). However, this approach does not explicitly account for changes in arousal over time. In this study, temporal changes in task-related sympathetic arousal are modelled as habituation, which has traditionally been used to describe changes in orienting responses to repeated presentations of non-target stimuli. Habituation during task performance is interpreted in terms of predictability and significance, aiming to describe changes in attentional processing during learning in an evolutionarily plausible manner. Furthermore, connections between performance and individual differences in habituation rate and spontaneous (task-unrelated) sympathetic activity are examined. Finally, habituation is compared to deviations from predicted performance. Methods. Participants (N = 9) played a total of 40 trials of a high-speed steering task in eight sessions over a period of 2-3 weeks. Electrodermal activity during baseline and task performance was recorded in five sessions. Change in task-related skin conductance response (SCR) frequency over trials 1-5 within sessions was used to determine individual rates of habituation whereas SCR frequency during baseline indicated individual spontaneous activity. Trial-level difference scores were used to explore habituation and deviations from predicted performance (a power-law learning curve) within participants. Results and conclusions. Task-related arousal was found to decrease with repeated trials for all participants in nearly all sessions, indicating that a habituation model was successful in capturing changes in arousal in a task situation. Furthermore, sustained task-related arousal (slow habituation) was connected to better performance both between and within participants. High spontaneous activity, on the other hand, was associated with performance decrements. Taken together, these results suggest that temporal changes in task-related arousal during learning are related to the processing of task-relevant cues and may reflect motivational states that direct selective attention, while high spontaneous activity is related to performance decrements, perhaps due to interference from task-unrelated stress.

Teaching and learning are interactional processes between the teacher and his or her pupils. Good interaction skills are an essential part of the teacher profession. Learning good interaction skills and creating ways and practices that promote the use of those skills is of ten recommended. However, the teacher studies do not direct the students to process these skills. In the present study, it was explored whether comprehensive school teachers of Finland participating in the three credit follow-up training learned to use social interaction skills during the intervention. The studied skills were based on Gordon's theory (2003). The participants were 20 teachers who attended the training, and 20 teachers not attending the training. The effects of the intervention on teachers were examined by using the DCI-instrument (Talvio, Lonka, Kuusela, & Lintunen, 2012). Qualitative, theory-driven content analysis was used to classify the data. The statistical differences between the pre-test and post-test scores were examined with the Wilcoxon signed rank test. After the intervention, teachers who participated in the training used significantly more listening and active listening skills and communicated in more constructive ways. Furthermore, they used significantly less roadblocks to communication. In the comparison group, no differences between pre- and post-tests were perceived. To conclude, the teachers' course on social interaction skills appeared to achieve its goals, since the teachers learned to apply the studied skills during the intervention. This study adds to the development of continuing teacher training by presenting a way of teaching students skills that enhance the quality of interaction.

Organizations invest a lot of resources in personnel training and therefore it is important that these training programs are effective. A comprehensive evaluation is however needed in order to gain understanding of how training achieves its objectives and contributes to human resources development. Inspired by this need, it became the purpose of this study to comprehensively evaluate the effectiveness of a certain personnel training. The aim was to examine how effective the training is based on the participants’ reactions, learning and training transfer readiness. These three elements arose from the theory background of training effectiveness and the Kirkpatrick’s four levels of evaluation-model, which was chosen to form the framework for effectiveness evaluation. Also Pineda’s ideas on the pedagogical consistency of training were included in the theoretical framework of the study. This study was a mixed methods case study. The data was collected from the intervention- and control group as a two-time repeated measure. In between the measures, the intervention group participated in the training and the control group worked normally. There were 27 participants, from which 17 participated in the intervention group and 10 in the control group. The data was collected using questionnaires and a knowledge test. For qualitative analysis abductive content analysis was used. The quantitative change in answers between measures was analysed with Wilcoxon’s signed mark test and related samples t-test. The answers of intervention and control group were compared by using Mann-Whitney’s u-test and the analysis of variance (ANOVA). The main result was that the studied training provoked desirable effects. In the intervention group, participants’ interest in the topic, experienced importance of topic and the experi-ence of knowing the basics improved significantly. Also the knowledge about the topic in-creased significantly. In the control group, no significant differences between measurement times were found. Overall the reactions to the training were mainly positive and participants felt that their learning process was quite well supported. In addition to positive results, areas of improvement were also found. These were the support on active processing of information, slowing down the pace and changing the way presentation material is used.

Older adults' need for information and communication technology (ICT) skills is highlighted in many societal contexts. The benefits of learning ICT that are most commonly referred to are its ability to support the wellbeing, active agency and autonomy of the elderly. The aim of this study is to analyse the factors influencing older adults' use and learning of ICT. The socio-cultural theory utilised in this study offers a perspective to view learning in later life, the importance of social support and the use of information and communication technology as a learning context. The study examines the factors that promote and inhibit learning and the use of ICT, what kind of new learning challenges the digital environment poses and the specific questions and issues regarding ICT teaching. Nine employees were interviewed for this study. The workers had experience in teaching as well as supporting learning and participation of older adults in ICT. The interviews were conducted as individual theme interviews in early 2015. The content analysis method was used for data analysis. The main findings of this study suggest that social support, especially in the form of peer support, is the ideal way to promote older adults' ICT learning. Emotional factors and self-efficacy can have a negative affect on learning and therefore socially mediation is needed. Furthermore, new challenges are constantly being presented by the ever-changing digital landscape as well as the need for new skills such as critical reading and multiliteracy. The use of, and adaptation to, new cultural tools varies among the elderly while technology often times doesn't meet the needs of older generations or is not accessible to them. In conclusion, individuality and social factors need to be considered when promoting ICT learning for the elderly. Moreover, there is a need for learning spaces as well as adult centred media education that sustains lifelong learning opportunities.

Objective of the study. Teachers' professional agency can be used to examine how teachers learn in their work. There exists little earlier research on the professional agency among teachers in the induction phase, even less has it been studied during the global pandemic. It was therefore necessary investigate the topic in detail. This study had two research questions. The first step was to examine what kind of key learning experiences basic education teachers had during the Covid-19 pandemic in their teacher-student interactions. Second, it was examined how the professional agency of basic education teachers appeared in their teacher-student interaction situations during the Covid-19 pandemic. Methods. The research material consisted of eleven individual interviews with basic education teachers in the induction phase. The data were collected as part of the " Early Career Teach-ers' Professional Agency Across Four European Countries – Key for Sustainable Educational Change? research project carried out in 2018–2022 funded by the Suomi Akatemia. The inter-view had three themes which related to the interviewees' 1) significant learning experiences and professional development, 2) the professional community in the early stages of their ca-reers, and 3) working during the Covid-19 pandemic. The interviews were analyzed using the method of qualitative theory-driven analysis. Results and conclusions. The results of the study showed that during the Covid-19 pandemic, the key learning experiences of induction phase teachers were related to remote and in-person classroom situations with groups of students and individual students. The professional agency of the teachers in the induction phase was strongest in classroom situations. The independent activities of teachers were emphasized in the chosen strategies. Teachers were motivated by commitment to students. Teachers' self-efficacy was illustrated by coping with work tasks dur-ing the Covid-19 pandemic. Compared to previous studies, this study especially highlighted teachers' willingness to meet their students individually. The teachers had a positive attitude towards the use of new IT applications and platforms, which they planned to utilize even after the exceptional circumstances. The findings can be applied to supporting the professional agency of teachers at the beginning of their careers and in the versatile implementation of teaching outside the exceptional circumstances.

Tässä pro gradu -tutkielmassa selvitetään miten isoskoulutusta järjestetään eräässä eteläsuomalaisessa seurakunnassa, miksi nuoret haluavat osallistua isoskoulutukseen ja mitä he oppivat koulutuksen aikana. Tutkimuksen taustan muodostavat aiemmat, lähinnä kvantitatiiviset isostutkimukset, joissa on selvitetty esimerkiksi isosten motivaatiotyyppejä ja isostoiminnan historiaa. Lisäksi taustana käytetään Kirkkohallituksen Isostoiminnan linjaukset -asiakirjaa. Tutkimustuloksia peilataan myös opetuksen suunnittelun ja oppimistulosten yhteyttä koskevaan teoriatietoon. Tutkimus on luonteeltaan kvalitatiivista. Tutkimusaineisto kerättiin yhden evankelisluterilaisen seurakunnan isoskoulutusryhmiltä ja ryhmien kahdelta kouluttajalta isoskoulutuskaudella 2015–2016. Lisäksi aineistona oli tutkimusseurakunnan isoskoulutussuunnitelma kyseiselle isoskoulutuskaudelle. Tutkittavat nuoret olivat aineistonkeruuhetkellä 15–16-vuotiaita ja yhteensä heitä oli 40 henkilöä. Isosia koskeva aineisto kerättiin kyselylomakkeilla kahtena ajankohtana, syksyllä isoskoulutuksen alkupuolella ja kevättalvella koulutuksen päättyessä. Isoskoulutuksen ohjaajien haastattelut toteutettiin puolistrukturoidulla teemahaastattelulla noin isoskoulutuksen puolivälissä. Aineisto analysoinnissa käytettiin aineistolähtöistä sisällönanalyysiä ja narratiivista analyysiä. Keskeisimpinä tutkimustuloksina voidaan todeta, että nuoret osallistuivat isoskoulutukseen suurella motivaatiolla ja odottivat oppivansa koulutuksen aikana runsaasti erilaisia tietoja ja taitoja liittyen isosen tehtäviin, sosiaaliseen kanssakäymiseen ja kristinuskon laajempaan ymmärtämiseen. Nämä oppimistoiveet toteutuivat hyvin suurimmalla osalla tutkittavista. Moni nuori koki saaneensa isoskoulutuksesta itselleen jotakin sellaista, jota voi hyödyntää myös arkielämässä, esimerkiksi rohkeutta kohdata tuntemattomia ihmisiä. Isoskoulutus järjestettiin tutkimusseurakunnassa noin seitsemän kuukauden ajan viikoittaisina iltatapaamisina. Kouluttajat nimesivät isoskoulutuksen tärkeimmiksi tavoitteiksi kasvattaa nuorista toimeliaita ja tehtävänsä hyvin hoitavia isosia sekä antaa heille rakennusaineita oman identiteetin ja ajattelumaailman kehittämiseen. Kaksivaiheisen aineistonkeruun ansiosta tutkittavista oli mahdollista muodostaa tyyppitarinoita. Tutkimus osoittaa, että suurin osa nuorista oli tullut innolla isoskoulutukseen ja saanut siltä kaiken, mitä toivoi. Osa oli yllättynyt positiivisesti koulutuksen annista, muutamat olivat joutuneet pettymään. Pääosin isoskoulutus oli kuitenkin tarjonnut nuorille hyviä kokemuksia, uusia ystäviä ja mahdollisuuden henkiseen ja hengelliseen kasvuun.

Tarkastelen tutkimuksessa kuinka antroposofinen ihmiskuva ilmenee steinerpedagogisten kasvattajien vuorovaikutuksessa lasten kanssa. Steinerin antroposofisen kehitysvaiheteorian mukaan alle seitsemän vuoden ikäinen lapsi kehittyy työskentelemällä tahtonsa kanssa ja jäljittelemällä ympäristöään Tästä johtuen kasvatuksen nähdäänkin olevan pääasiassa aikuisen itsekasvatusta. Erityisesti olen kiinnostunut siitä, kuinka eettisen ja vapaan persoonan kasvatustavoitteisiin pyritään käytännössä ja kuinka nämä käsitteet ymmärretään. Tarkastelen myös, kuinka steinerkasvattajat pyrkivät säilyttämään lapsen kasvuvoimia kehossa ja hillitsemään niiden siirtymistä päähän. Pohdin, kuinka kehon ja tietoisuuden prosesseja aktivoidaan ja suunnataan vuorovaikutuksessa. Työni on laadullinen tutkimus, joka perustuu etnografiseen aineistoon, puolistrukuroituihin haastatteluihin ja grounded theory- menetelmän soveltavaan käyttöön analyysin tukena. Etnografinen aineisto on kerätty eräässä Helsingin steinerpäiväkodissa osallistuvan havainnoinnin metodilla suoritetun kenttätyön avulla. Aineisto täydentyy lisäksi kolmen eri päiväkodin kasvattajien haastatteluilla. Kasvattajat pyrkivät selittävän ja autoritäärisen ohjaamisen sijaan aktivoimaan lasten alotteellisuutta ja orientoimaan heitä keholliseen jäljittelyyn liittymisen tapana. Neuvottelun ja käsitteellisen keskustelun sijaan kasvattajat pyrkivät herättämään ja suuntaamaan lasten kehollista tietoisuutta itseen ja ympäristöön sosiaalisesti merkittävillä tavoilla. Näin kasvuvoimia estettiin siirtymästä päähän ja tuettiin liittymistä yhteisöön eettisyyden perustana. Lasten älyllistä tietoisuutta pyrittiin hillitsemään samalla kun kasvattajat puolestaan pyrkivät korkeaan tietoisuuteen suhteessa omiin tunteisiinsa, ajatuksiinsa, asenteisiinsa ja toimintaansa. Esitän, että steinerkasvatuksessa ajatus ihmisestä kasvatuksessa ja itsekasvatuksessa muokattavana yhdistyy jäljittelyyn yhtenä eettisen kultivaation tekniikkana. Jäljittelyn painopiste on lapsuudessa tiedostamattomassa päässä janaa, mutta aikuisuudessa se siirtyy tietoiseen päähän. Molemmissa vaiheissa tietoisuus käsitetään myös kehollistuneena ilmiönä: asenteet, tunteet ja ajattelu muokkaavat aisteja ja kehoa ja toisaalta kehollisen toiminnan kautta voidaan työstää asenteita, tunteita ja ajattelua. Jäljittely palveleekin lopulta perimmäistä yksilöllistymistä, jonka päämääränä on hengen vapaus.

The purpose of the research was to give a micro level perspective to joy of learning. In the theoretical part of the research I study the concepts of learning, emotion and joy of learning. Learning is seen in this research as a social action. The research problem was: In what kind of situations is joy of learning visible in the video material of the high school students' school day? The research material of the first grade high school students was recorded in a high school during three days. I analyzed the material with the help of conversation analysis, which gave tools for the detailed processing of the material. For the analysis, I chose interaction situations in which there was initial evidence of joy of learning. The choice criterions were laughter, vocal pitch, volume, prosody, facial expressions and gestures. The analysis shows that joy of learning was visible during the school day. In the classroom, the students expressed their emotion less intense than outside of the classroom, although the topics of the interaction situations were the same.